#460: First Encounters with Primary Source Projects in Undergraduate Mathematics

This study investigates undergraduate students’ initial experiences in a mathematics course taught entirely with Primary Source Projects (PSPs). Using learning experience network analysis (LENA), we analyzed written reflections from the first two PSPs to map students’ early struggles and successes. Analysis revealed five distinct clusters. Students valued connections to prior knowledge and clear, step-by-step instructions which made the material feel accessible. They reported significant challenges interpreting unfamiliar historical notation and arguments, pointing to an immediate hurdle in this new learning environment. Collaboration with peers emerged as a valuable tool for overcoming these difficulties. Students also responded well when historical context was provided to situate the ideas. These findings highlight specific scaffolds needed to support students’ first encounters with historical mathematics, pointing to the importance of structured activities to smooth the transition into PSP-based learning.